Diverse Learning Research Articles

Managing cyberbullying among adolescents with neurodevelopmental disorders: A scoping review.

While there is evidence for the effectiveness of programmes targeting cyberbullying in general adolescent populations, less is known for adolescents with neurodevelopmental disorders, who are at heightened risk of involvement in cyberbullying. This scoping review aimed to identify and map the evidence in relation to managing cyberbullying among adolescents aged 10-19 with neurodevelopmental disorders. The following databases were searched: ProQuest (including dissertations and theses), PsychInfo, MEDLINE, Scopus, and Google Scholar. Two independent reviewers screened the studies in two stages: Title and abstract, and full text. Twenty-nine studies were included; 19 involved exploring existing strategies used by adolescents with neurodevelopmental disorders, their parents, teachers, or service providers, to manage cyberbullying. The remaining 10 papers implemented and evaluated the effectiveness of cyberbullying prevention and/or intervention programmes. While there is some emerging evidence for the efficacy of cyberbullying programs for adolescents with neurodevelopmental disorders, the literature is sparse. Future research should explore the efficacy of programmes delivered at classroom, small group, and individual levels and examine how adolescents with a range of neurodevelopmental disorders and diverse learning needs respond to such programmes. Critically, this may help reduce cyberbullying incidents and the subsequent impact on mental health among adolescents with neurodevelopmental disorders.

Promoting Team Success Through Reflection on Communication Needs.

Graduate nursing students often face challenges in team-based projects due to diverse backgrounds and learning styles. Team charter development is helpful for making expectations clear, but it misses a critical step of self-reflection and shared understanding that can further improve team functioning. This innovation integrated a communication needs reflection exercise, based on the Birkman Method, into team charter meetings in a graduate-level course. Students reflect on their communication needs individually before sharing and discussing strategies for respectful engagement as a team. Incorporating reflection on communication needs into team charters was well received. The process can enhance self-awareness and respect for diversity of communication needs within teams. Implementation of a structured process for self-reflection and sharing in team charters is a low-effort teaching innovation with the potential for high results. Formalizing a process of self-reflection and sharing has the potential to increase student self-awareness and respect for diversity. [J Nurs Educ. 2025;64(X):XXX-XXX.].

The Influence of Student Engagement and Student Satisfaction on Continuous Use of Paid Knowledge on Moocs Platform: A Survey Case Study of School of Management, Guangdong University of Technology

Background and Aim: Since 2012, the advent of Massive Open Online Courses (MOOCs) has sparked a global revolution in digital education. As modern educational technology continues to advance rapidly, the sharing of educational resources and the establishment of online courses have become critical priorities. This research aims to analyze the current state of online course learning among students in management colleges, tackle the challenge of enhancing online learning environments, develop innovative models for online platforms, and meet diverse learning needs. Through investigation and research on students' understanding of online courses, usage patterns, and existing challenges, the study seeks to foster well-rounded management professionals equipped to meet the demands of contemporary society. Materials and Methods: This study involves seven variables that will be assessed through questionnaires to ensure reliability and validity in research measurement. To achieve this, we integrated previous questionnaire designs related to paid courses on knowledge payment platforms and conducted a pre-test to refine the questionnaire based on participant feedback and data performance. Following adjustments, a finalized version of the questionnaire was developed to enhance accuracy in data collection. The focus of this research is on users of paid knowledge platforms who either intend to purchase or have already made purchases. Therefore, screening questions were initially included in the questionnaire design to identify respondents familiar with paid courses. Respondents not aware of such courses were excluded from further questioning. Subsequently, additional inquiries were directed towards filtering out those unwilling to pay. The final sample analysis was conducted exclusively on users who were aware of paid courses and either expressed willingness or demonstrated behavior in paying for them. Results: The researcher will outline the study's subjects in this chapter, including the target population, sample units, sample size, and related sampling procedures. Additionally, they will establish the research instrument for this study and delineate the various sections of the questionnaire. The validity, internal consistency, and reliability of the research content will also be addressed. Internal validity is determined by two factors: prediction and Cronbach's alpha coefficient. Conclusion: The relevant research findings are presented, which are beneficial for learners in both courses, and the level of support provided by the course structure varies for different learners; Understanding the needs of learners for the course is essential. Based on the aforementioned research, the ultimate goal is to promote curriculum optimization and iteration and provide corresponding guidance and references for developing MOOC classes to enhance teachers' teaching abilities.

A preliminary hospital-based study of a hybrid placement incorporating traditional and non-traditional placement and supervisory model elements: Perspectives of undergraduate speech-language pathology

Purpose This preliminary study sought to explore speech-language pathology students’ perspectives of a novel placement experience embedding traditional and non-traditional placement and supervisory model-elements in a hospital setting. Method A mixed-method sequential explanatory design was used, incorporating an online survey comprising of 26 questions and a focus group. Descriptive statistics were obtained and a reflexive thematic approach was used to analyse the transcripts. Result Six final-year speech-language pathology students on their entry-level 32-day adult placement participated. This novel placement model was perceived as highly successful, fostering competence, confidence, and professional identity. Contextual factors were viewed as critical to its success and related to both the hybrid placement and supervision model components. The importance of diverse and practical learning experiences, a supportive learning environment, and the supervision style of the primary clinical educator were viewed as important for learning success. Conclusion It appears that a hybrid placement experience embedding traditional and student-led clinic elements and combining supervision models, can optimise the development of occupational and professional competence in undergraduate speech-language pathologists. Clinical educators who allow increased opportunities for ‘learning from mistakes’, and a positive learning culture that fosters connectedness, are important to facilitate undergraduate speech-language pathologists’ independent decision making and improved confidence.

Adapting and Validating Cognitive and Learning Style Inventories in Turkey: Insights into Cultural and Educational Influences

This study investigates the adaptation and validation of Turkey’s Cognitive Style and Learning Style Inventories, highlighting cultural and educational impacts on cognitive and learning styles. By utilising SPSS and the Multidimensional Item Response Theory via R programming, this study assesses these tools among the 185 Turkish participants. A key finding is the prevalence of a split cognitive style among participants, suggesting the Turkish educational system’s influence in fostering a blend of systematic and intuitive thinking rather than distinct cognitive styles. Challenges with specific learning style items (4 and 9) indicate a need for revision to enhance the inventory’s accuracy. This study affirms the utility of cognitive and learning style inventories in identifying learning and cognitive styles, offering insights into educational strategies tailored to diverse learner needs.

Synthesizing Local Capacities, Multi-Source Remote Sensing and Meta-Learning to Optimize Forest Carbon Assessment in Data-Poor Regions

As the climate emergency escalates, the role of forests in carbon sequestration is paramount. This paper proposes a framework that integrates local capacities, multi-source remote sensing data, and meta-learning to enhance forest carbon assessment methodologies in data-scarce regions. By integrating multi-source optical and radar remote sensing data alongside community forest inventories, we applied a meta-modelling approach using stacked generalization ensemble to estimate forest above-ground carbon (AGC). We also conducted a Kruskal–Wallis test to determine significant differences in AGC among different tree species. The Kruskal–Wallis test (p = 1.37 × 10−13) and Dunn post-hoc analysis revealed significant differences in carbon stock potential among tree species, with Afzelia quanzensis (x~ = 12 kg/ha, P-holm-adj. = 0.05) and the locally known species M’buta (x~ = 6 kg/ha, P-holm-adj. = 5.45 × 10−9) exhibiting a significantly higher median AGC. Our results further showed that combining optical and radar remote sensing data substantially improved prediction accuracy compared to single-source remote sensing data. To improve forest carbon assessment, we employed stacked generalization, combining multiple machine learning algorithms to leverage their complementary strengths and address individual limitations. This ensemble approach yielded more robust estimates than conventional methods. Notably, a stacking ensemble of support vector machines and random forest achieved the highest accuracy (R2 = 0.84, RMSE = 1.36), followed by an ensemble of all base learners (R2 = 0.83, RMSE = 1.39). Additionally, our results demonstrate that factors such as the diversity of base learners and the sensitivity of meta-leaners to optimization can influence stacking performance.

An Investigation into Students’ Perceptions of Using Padlet as a Discussion Board at Saigon University

Padlet.com is a cutting-edge platform enabling learners to collaborate effortlessly online by posting their work on a digital wall. Integrating Padlet into language teaching is thought to enhance remote learning, collaboration, and access to diverse language learning resources, making the learning experience more accessible, flexible, and interactive. The study aims to explore the perceptions of Saigon University students regarding using Padlet as a discussion board in their learning process. Both quantitative and qualitative methods were used to gather data through questionnaires and reflections. According to the results, the students acknowledge that the integration of Padlet enables them to create their responses in different forms, identify spelling mistakes and grammatical errors, as well as give peer assessments and comments. Additionally, most students agree that Padlet creates an enjoyable environment for productive and collaborative practice, which encourages active participation and engagement in their language learning classes. On the other hand, they admit that the greatest limitation is the stability of the Internet connection during the learning practice using Padlet.

The understanding of inclusion in education of pre-service primary school teachers who graduated from a public university in Zimbabwe

Since the universalisation of inclusive education in 1994 at the United Nations Salamanca Conference in Spain, teachers globally have been grappling with how to implement it. Inclusive education calls for adoption of inclusive pedagogical approaches that are learner-centred. In order to do justice to diverse learners in today’s heterogeneous classroom populations, a solid and in-depth understanding of the philosophy of inclusion is a pre-requisite for all classroom practitioners. This qualitative study therefore aims to examine the understanding of inclusion in education of pre-service primary school teachers who graduated from a public university in Zimbabwe as the context for proposing strategies to enhance their professional preparation. Sixteen graduate pre-service primary school teachers who were purposively sampled from Masvingo province’s selected university that proffers pre-service teacher education. A triangulation of data gathering instruments of face-to-face individual interviews, document analysis and non-participant observation complemented by a follow-up discussion was adopted. Data gathered was thematically analysed and established several findings. The chief finding was that, university graduate pre-service primary school teachers had differing and inadequate understandings of the philosophy of inclusion in education that culminated into haphazard implementation of inclusive education as they had various practices.

Designing for impact: a case study of UTHSC’s research impact challenge

Prompted by increasing requests for assistance with research evaluation from faculty researchers and university leadership, faculty librarians at the University of Tennessee Health Science Center (UTHSC) launched an innovative Research Impact Challenge in 2023. This Challenge was inspired by the University of Michigan's model and tailored to the needs of health sciences researchers. This asynchronous event aimed to empower early-career researchers and faculty seeking promotion and tenure by enhancing their online scholarly presence and understanding of how scholarship is tracked and evaluated. A team of diverse experts crafted an engaging learning experience through the strategic use of technology and design. Scribe slideshows and videos offered dynamic instruction, while written content and worksheets facilitated engagement and reflection. The Research Impact Challenge LibGuide, expertly designed with HTML and CSS, served as the central platform, ensuring intuitive navigation and easy access to resources (https://libguides.uthsc.edu/impactchallenge). User interface design prioritized simplicity and accessibility, accommodating diverse learning preferences and technical skills. This innovative project addressed common challenges faced by researchers and demonstrated the impactful use of technology in creating an adaptable and inclusive educational experience. The Research Impact Challenge exemplifies how academic libraries can harness technology to foster scholarly growth and support research impact in the health sciences.

Optimizing Learning Path Design in Mobile Learning Platforms for Online Courses

With the rapid advancement of information technology, online education, particularly vocational education, has become a vital avenue for enhancing skills and knowledge. Vocational education necessitates flexible and personalized learning path design to accommodate the diverse needs and behaviors of learners. Mobile learning platforms, as a pivotal form of modern online education, provide learners with the convenience of accessing educational resources anytime and anywhere. However, existing methods for optimizing learning paths exhibit notable limitations, primarily in accurately capturing learners’ dynamic behaviors and in providing personalized and intelligent path design. Therefore, how to optimize learning paths based on learners’ dynamic behavior data has become a research hotspot in academia and educational practice. At present, many studies focus on matching analysis based on students’ static characteristics with course content but overlook learners’ behavioral changes and dynamic needs during the learning process. Traditional recommendation algorithms and rule-based path design methods are difficult to cope with complex learning behaviors and diverse learner needs. This study addresses these limitations by proposing an optimization model for mobile learning path design based on multi-view prediction of dynamic student behaviors. The model extracts mobile interaction features from student groups, constructs a multiple mobile behavior collaborative encoder, and employs multiple task label prediction techniques to achieve personalized and intelligent optimization of learning paths. The results demonstrate that this approach significantly enhances the learning efficiency and experience of learners, offering novel insights and technological support for the path design of mobile learning platforms.

Rapid implementation of open-access pandemic education for global frontline healthcare workers

BackgroundThe recent global pandemic posed extraordinary challenges for healthcare systems. Frontline healthcare workers required focused, immediate, practical, evidence-based instruction on optimal patient care modalities as knowledge evolved around disease management.ObjectiveThis course was designed to provide knowledge to protect healthcare workers; combat disease spread; and improve patient outcomes.MethodsA team of global healthcare workers responded by rapidly creating a competency-based online course. To promote transcultural applicability, the course was developed by an international team of more than 45 educators from over 20 countries. Course delivery included a built-in language translation tool, routine updates, and several innovative course design elements. User feedback was collected to determine efficacy of course content, structure, unique delivery elements, and delivery options.ResultsAn initial population of online learners (n = 147) living in 23 different countries and representing 22 languages completed the course and participated in post-course surveys. An additional population of learners (n = 505) attended an in-person offering of course materials. Course participants gave positive feedback and several requested additional courses in similar formats.ConclusionGlobal open access education courses may provide needed resources to empower healthcare professionals during health crises. Responsive course design can accommodate diverse learner resources and transcultural applicability.

Innovative Approaches to Teaching Arabic Vocabulary at PQA Elementary School in Malang City: Implementing the BCM Strategy

This study aims to explore the innovation of Arabic vocabulary teaching variations using the BCM strategy with first and second-grade elementary school students at PQA elementary school in Malang City. The study employed a qualitative method with a case study approach. Data were collected through observations, interviews, and documentation involving teachers and students at the research site. The results show that the implementation of the BCM strategy significantly improved students' vocabulary comprehension, with "hiwayaty" reaching 100% and "al-bait" reaching 94.44%. The strategy also sparked students' interest in learning, with 100% participation in singing, 88% in playing, and 75% in storytelling. Gamification emerged as the most widely used method (45%), followed by singing (30%) and storytelling (25%). The implications of this study suggest that the BCM strategy can be implemented as an innovative method to enhance Arabic vocabulary mastery in elementary schools. Interactive activities such as playing, storytelling, and singing were shown to significantly increase student participation. This approach also supports student-centered learning, catering to diverse learning styles. Furthermore, teacher training in the application of BCM can strengthen the effectiveness of teaching. This study opens opportunities for further research on the application of the BCM strategy in other linguistic aspects across different educational levels.

Penilaian Kinerja dan Kebutuhan Pelatihan serta Pengembangan Karyawan

This study aims to examine the methods used in employee performance appraisal, identify training and employee development needs, and determine the benefits of training and development for employees at PT. PLN (Persero) Udiklat Pandaan or UPDL Pandaan. The evaluation results show that measuring the effectiveness of programs and their impact on employee performance can enhance future training programs and ensure that employee development aligns with the company's objectives. Based on these results, PT. PLN (Persero) Udiklat Pandaan or UPDL Pandaan is committed to continuously improving the quality of human resources in the Distribution and Commerce fields through objective performance evaluations and training programs tailored to the needs of employees and the company. The implementation at PT. PLN (Persero) Udiklat Pandaan or UPDL Pandaan provides comprehensive training facilities and programs for employees. The training utilizes diverse methods, including lectures, discussions, demonstrations, case studies, games, role-playing, business simulations, e-learning, on-the-job training, off-the-job training, on-the-job development, action learning, experiential learning, and motivational learning. These programs aim to enhance employee competencies in carrying out tasks in the DMI field. This study highlights the importance of performance appraisal, training needs, and employee development to support the sustainable development of human resources.

Online by Choice: Design Options for Flexible K-12 Learning. (2023).

Online by Choice: Design Options for Flexible K-12 Learning by Stephanie Moore and Michael Barbour offers a comprehensive exploration of building a resilient educational ecosystem through blended and online learning options. This review highlights the authors' adept construction of practical, research-based strategies for K-12 communities. By distinguishing between emergency remote learning and purposefully designed online education, Moore and Barbour guide educators in identifying and addressing diverse learner needs in the context of designing and implementing online and blended learning. The authors stress the collaborative effort required between system administrators and teachers for successful online implementation. This review explores the book's utility for educators seeking to enhance their online teaching skills and suggests avenues for future professional learning development in online contexts. Ultimately, Online by Choice emerges as a vital resource for designing effective online learning experiences tailored to the evolving needs of K-12 learners.

Digital Pencil Usage and Mathematics Performance Among Students with Learning Disabilities and Their General Education Peers

This investigation explores the relationship between the use of digital pencil and mathematical problem-solving accuracy among 1,530 students with learning disabilities (LD) and 25,400 general education (GE) peers from the 2017 digital National Assessment of Educational Progress mathematics assessment. The term “digital pencil” in this context refers to NAEP’s “embedded pencil,” a scratchwork tool within the digital assessment interface that allows students to draw or annotate on the screen using either a stylus or their finger. Findings reveal that students with LD utilized digital pencils less frequently than their GE peers, particularly on more complex items. However, digital pencil use was associated with a 20% increase in the likelihood of GE students accurately solving difficult problems and a 26% increase in accuracy for students with LD solving simpler problems. The study highlights the educational implications of incorporating digital tools like the digital pencil in learning and assessment environments, emphasizing the need for tailored instructional strategies to support diverse learners.

Integrating Extensive Reading Strategy Training with Innovative Technologies: fsQCA on EFL Learner Autonomy and Vocabulary Acquisition

The integration of extensive reading strategies and innovative technologies has become a vital component of English as a Foreign Language (EFL) education. While extensive reading (ER) fosters learner autonomy and vocabulary acquisition by promoting engagement with diverse reading materials, the incorporation of digital tools—such as e-books, online platforms, and mobile applications—has further enhanced accessibility and interactivity. However, gaps remain in the understanding of how these elements interact and which configurations yield optimal outcomes for learners, especially in terms of fostering self-directed learning and vocabulary growth. This research addresses these gaps by employing fuzzy-set Qualitative Comparative Analysis (fsQCA) to examine the interplay between extensive reading, metacognitive strategies, and technological tools. Data were collected from 130 EFL learners through pre- and post-tests, questionnaires assessing learner autonomy, and classroom observations. Results reveal three effective pathways to learner autonomy and vocabulary acquisition: (1) comprehensive integration of extensive reading, technology, and metacognitive strategies; (2) focus on traditional reading and metacognitive strategies without technology; and (3) technology and metacognitive strategies without extensive reading. Extensive reading was found to be the most impactful strategy, achieving the highest correlation with autonomy and vocabulary acquisition. The study concludes that a balanced approach, combining extensive reading, metacognitive strategies and selective use of technology, offers the most effective framework for fostering EFL learners' autonomy and vocabulary development. These findings provide valuable insights for educators and policymakers when designing language-learning programs tailored to diverse learner needs while ensuring the strategic use of both traditional and digital methodologies.

Advancing cultural humility in pharmacy education: Insights from interprofessional experiences for varied learning modalities.

Effective pharmacy education requires incorporating interactive and engaging strategies that encourage collaboration among people from diverse backgrounds. Activities that forward cultural humility in combination with interprofessional education (IPE) are beneficial to achieve a comprehensive educational experience for enhanced patient centered care and effective teamwork between colleagues. Moving beyond travel seminars and Advanced Pharmacy Practice Experiences (APPEs), these goals can be met through numerous educational formats, which can be tailored to the needs of the course using institutional resources available. Professors at Drake University in Des Moines, Iowa, United States, have developed and enhanced examples from two courses to advance cultural understanding and IPE. One of these courses was designed as a global classroom experience with professors from Tecnológico de Monterrey in Guadalajara, Mexico between 2016 and 2024. Both institutions value a focus on patient-centered awareness and address social determinants of health through cross-cultural experiences. This article underscores how diverse learning modalities, including in-person, hybrid, and virtual formats, can incorporate varied perspectives and foster interprofessional collaboration in pharmacy education. Course initiatives have involved partnerships between academic institutions and placed an emphasis on engaging with community organizations both in-person and virtually during students' formative years, with the goal of strengthening cultural humility and awareness of health needs of at-risk populations in their communities and beyond.

A Bifunctional "Two-in-One" Array for Simultaneous Diagnosis of Irritable Bowel Syndrome and Identification of Low-FODMAP Diets.

Irritable bowel syndrome (IBS) is a globally prevalent functional gastrointestinal disorder frequently misdiagnosed due to overlapping symptoms with other diseases. Currently, there are no rapid and effective diagnostic or therapeutic approaches for IBS. Despite this, low-FODMAP diets (LFDs) have become a major dietary intervention strategy for symptom relief. However, detecting FODMAPs usually relies on chromatographic techniques, which are costly and time-consuming, making it difficult to apply in real-time detection. In this study, we introduce the first dual-functional sensor array capable of rapidly diagnosing IBS and identifying low-FODMAP diets. This six-element array was constructed using nitrophenylboronic acid-modified poly(ethylenimine) coupled with coumarins through dynamic borate ester bonds across a range of pH conditions. Optimized by diverse machine learning algorithms, with the multilayer perceptron (MLP) algorithm proving optimal, the array enabled the simultaneous identification of 12 intestinal bacteria with 99.2% accuracy and the detection of mouse fecal specimens with varying degrees of IBS with 99.8% accuracy within seconds. Furthermore, it allowed for the detection of various FODMAP levels in commercially purchased, brand-named, and differently processed soy milk. The array demonstrates potential for use in both the clinical diagnosis of IBS and the guiding of low-FODMAP diets for patients.

Integrating deep learning in public health: a novel approach to PICC-RVT risk assessment.

Machine learning is pivotal for predicting Peripherally Inserted Central Catheter-related venous thrombosis (PICC-RVT) risk, facilitating early diagnosis and proactive treatment. Existing models often assess PICC-RVT risk as static and discrete outcomes, which may limit their practical application. This study aims to evaluate the effectiveness of seven diverse machine learning algorithms, including three deep learning and four traditional machine learning models, that incorporate time-series data to assess PICC-RVT risk. It also seeks to identify key predictive factors for PICC-RVT using these models. We conducted a retrospective multi-center cohort study involving 5,272 patients who underwent PICC placement. After preprocessing patient data, the models were trained. Demographic, clinical pathology, and treatment data were analyzed to identify predictive factors. A variable analysis was then conducted to determine the most significant predictors of PICC-RVT. Model performance was evaluated using the Concordance Index (c-index) and the composite Brier score, and the Intraclass Correlation Coefficient (ICC) from cross-validation folds assessed model stability. Deep learning models generally outperformed traditional machine learning models in terms of predictive accuracy (mean c-index: 0.949 vs. 0.732; mean integrated Brier score: 0.046 vs. 0.093). Specifically, the DeepSurv model demonstrated exceptional precision in risk assessment (c-index: 0.95). Stability varied with the number of predictive factors, with Cox-Time showing the highest ICC (0.974) with 16 predictive factors, and DeepSurv the most stable with 26 predictive factors (ICC: 0.983). Key predictors across models included albumin levels, prefill sealant type, and activated partial thromboplastin time. Machine learning models that incorporate time-to-event data can effectively predict PICC-RVT risk. The DeepSurv model, in particular, shows excellent discriminative and calibration capabilities. Albumin levels, type of prefill sealant, and activated partial thromboplastin time are critical indicators for identifying and managing high-risk PICC-RVT patients.

A Study of Using Visual Arts in Music Classroom

This study explored the integration of visual arts elements into music education and its impact on students' musical understanding, creativity, and artistic literacy. The study used a mixed-methods approach that included classroom observations, analysis of student work, and interviews to explore interdisciplinary arts education practices. Findings highlight several key benefits of this interdisciplinary approach: enhancing conceptual understanding through music visualization, increasing student engagement, fostering creativity, supporting diverse learning needs, and making meaningful interdisciplinary connections. Students' ability to visually present musical concepts, to create art across the senses, and to solve problems were all enhanced. In addition, the study explored the potential for integrated instructional design that incorporates art museum and concert hall experiences. While acknowledging the challenges of implementation, the study highlights the great potential of this approach to enrich students' learning experiences and promote a more holistic understanding of the arts. This study contributes to the growing body of knowledge supporting interdisciplinary approaches to arts education and suggests areas for future research, including long-term implications for artistic development, cognitive skills, and overall academic achievement.